Abstract
Social communication deficits are one of the two core characteristics demonstrated by individuals with autism spectrum disorder (ASD) and require explicit instruction as soon as the deficit is discovered. The present investigation examined the use of video-enhanced activity schedules using tablet technology for teaching social interaction to children with ASD. A multiple probe across participants design was used to teach four preschool aged participants with ASD to show something they had accomplished to peers, and to demonstrate specific social conventions when doing so. An adapted alternating treatment design was also used to compare the differential effects of video enhanced activity schedules to electronic schedules without video. Two participants acquired social skills faster in the video enhanced activity schedule condition, and the other two participants learned at a comparable rate across interventions.
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All authors contributed to the study conception and design. Material preparation and data collection were performed by Jessica Osos under supervision of Joshua Plavnick. All others contributed to data analysis. The first draft of the manuscript was written by Jessica Osos and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.
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Osos, J.A., Plavnick, J.B. & Avendaño, S.M. Assessing Video Enhanced Activity Schedules to Teach Social Skills to Children with Autism Spectrum Disorder. J Autism Dev Disord 51, 3235–3244 (2021). https://doi.org/10.1007/s10803-020-04784-x
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DOI: https://doi.org/10.1007/s10803-020-04784-x